( ) InitiaI Placement ( ) Continuing Placement School District Five of Spartanburg County Parental Notification of Student Placement in the English for Speakers for Other Languages (ESOL) Program To the Parent or Guardian of: __________________ State ID # Last Name First Name Middle Initial School: ___________________________________________ Grade ___ ____________________ Date: _________________ Your child's English proficiency has been measured using the English Language Development Assessment (ELDA) and/or the Idea Proficiency Test (IPT). Results show that your child is not fluent enough in English to fully participate in regular classes without support from the English for Speakers of Other Languages (ESOL) Program. Your child's fluency in English is at the level checked below: _____ _____ _____ _____ _____ Non-English Speaking (NES); no to low ability to read or write in English Limited English Proficient (LEP): Beginner Intermediate Advanced Fluent English (not always at grade level; still can receive academic support and accommodations) Your child may receive _____ minutes per week of English instruction in reading, writing, listening, and speaking with an ESOL teacher using the following models of instruction: ESOL pull-out group _________ ESOL class(es) for credit __________ Structured Immersion __________ ESOL Push-In _________ ESOL classes provide instruction appropriate to the child's needs and abilities. Most students exit the ESOL program within three to five years, and are expected to graduate from high school at the same rate as mainstream students. Students who qualify for special education or other special services receive those services in addition to ESOL. ESOL teachers will coordinate with special education instructors to fully implement Individual Education Plans (IEP). When your child's test results on the English Language Development Assessment (ELDA) are "fluent," and other factors such as school grades and work samples indicate that he or she is able to achieve academically without direct ESOL support, your child will be fully mainstreamed. Years in ESOL depend on the initial level of proficiency, motivation, and other factors. You, as parent(s), have the right to immediately refuse ESOL service. Your child will be removed from the ESOL program upon receipt of the waiver form. While mainstream teachers will strive to meet the needs of your child, they may not be able to fully meet his or her academic needs without ESOL support. While some ESOL teachers may speak another language, bilingual instruction is not available in the School District Five of Spartanburg County. Your child has been placed in the ________ grade, and will receive instruction from regular teacher(S) in regular classes when he or she is not receiving ESOL instruction. Attached is a description of the ESOL program available to your child at his or her school. If you would like more information, please contact _______________________ at _____________ or ____________ to arrange an appointment. ESOL-2- (Revised 8/05 - Page 1 of 2) Fink: Permanent Record Original: Parent Yellow: Student 'S ESOL File School District of _______________English for Speakers of Other Languages (ESOL) Program Instructional Models Your child will receive the type of instruction checked below: 1. ESOL PullOut 2. ESOL Special Areas Class 3. ESOL Exploratory Class 4. ESOL Elective Course for Credit 5. ESOL English for Core Credit 6. Other: Minutes per week Students are grouped according to language fluency level and grade and are pulled-out from mainstream (regular) classrooms. ESOL teachers collaborate with main-stream teachers to teach language and skills so that they succeed in their regular classes. Students are not penalized for work missed in their regular classes. Minutes per week Students receive ESOL instead of exploratory or special areas classes. They do not miss core academic work such as language arts, math, science, and social studies, but they may miss subjects such as art, music, and physical education. Minutes per week Students receive ESOL instead of exploratory ciasses in art, music, home arts (cooking and sewing). They do not miss core academic work such as language arts, math, science, and social studies. Minutes per week Students are not pulled out of any other classes. They receive ____ elective credits that count towards graduation. They receive grades on their report cards. Homework and class work are adjusted according to their level of fluency. They may receive between .5 and 6 elective credits in ESOL. Minutes per week Students take the ESOL Sheltered English class instead of the regular English courses until they are able to succeed in regular English classes. ESOL teachers who are also certified in secondary English teach this class. Essential standards and objectives taught in mainstream English classes are modified so that students may transition to mainstream English classes. Minutes per week Description: ESOL classes integrate language skills with content-based learning and are based on broad themes so that students learn academic Information, English skills, and learning strategies that will enable them to be successful in mainstream classes. Whenever possible, ESOL teachers select themes that are common to mainstream classes. Activities within a typical theme-based unit include reading, writing, listening, and speaking. Occasional bilingual input may be used to help students comprehend material if an ESOL teacher speaks that language or if a more English fluent student speaks the same language; however, since there are multiple languages spoken in the School District of_______________‚ English for Speakers of Other Languages (ESOL) is the official model used by the ESOL Program. Your child's English proficiency will be assessed every year. Your child will exit the ESOL Program following State Department of Education guidelines. These guidelines are outlined in Element 5.4 of the SC Accountability Workbook at the following link: http://ed.sc.gov/agency/programs-services/77/documents/SCAccountabilityPlanJune92010.pdf.